Developing a science teacher education course that supports student teachers’ thinking and teaching about the nature of science

Sorensen, Pete; Newton, Len; McCarthy, Sue

doi:10.1080/02635143.2012.671767

Cited by 12 publications

(9 citation statements)

References 42 publications

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“…As a consequence, it is important that teachers not only develop contemporary views about NOS but also emphasize the value of NOS in their teaching, so as to translate these views into effective classroom practice (Sorensen, Newton & McCarthy, 2012).…”

Section: Nature Of Sciencementioning

confidence: 99%

Nature of Science and Models: Comparing Portuguese Prospective Teachers’ Views

Torres¹,

Vasconcelos²

2015

EURASIA J MATH SCI T

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Section: Nature Of Sciencementioning

confidence: 99%

Nature of Science and Models: Comparing Portuguese Prospective Teachers’ Views

Torres¹,

Vasconcelos²

2015

EURASIA J MATH SCI T

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“…Local context also appears to influence the nature of classroom implementation: specifically, this could be teachers' perceptions of their schools' priorities within the wider education system (Kynigos and Argyris, 2004;Ng, Lopez-Real, and Rao, 2003;Krogh and Thomsen, 2005) or their beliefs about pupils' needs (Sztajn, 2003;Hammon, 2011;Wells, 2012). Senger (1999), Skott (2001), and Sorensen, Newton and McCarthy (2012), meanwhile, provide models that help to illuminate shifts in teachers' thinking and practice as a recursive interchange between beliefs and how they talk about teaching and experimentation. One specific aspect that has drawn attention is the quality and variation of interactions observed in whole class teaching (e.g.…”

Section: Conceptions Of Policy Led Curriculum Changementioning

confidence: 99%

The Political Shaping of Teacher Education in the STEM Areas

Brown¹

2017

The SAGE Handbook of Research on Teacher Education

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league tables, which are supposedly indicative of wider economic competitiveness. They have been seduced by the appeal of raising standards in a statistically defined world. What had been introduced to measure school performance, however, now defines what it is and polices its boundaries. That is, such comparisons have transformed the content of what they compare and the demands on the teachers preparing to meet these newly defined challenges. A possible consequence of this has been an overly restrictive understanding of mathematics and science through being referenced to their socioeconomic potential. But whilst these subjects have become a priority across nations through research funding and the like, growth in these subjects is hampered by a shortage of people qualifying either because of perceived or actual difficulty, or because of their lack of popularity for other reasons. Yet policy responses to these economic priorities and actual teacher supply have been conceptualised in diverse ways across different countries. This chapter examines some examples of policy initiatives consequential to this recasting of mathematics and science. It firstly explores the impact on teacher education in these areas with reference to two very different state-led responses to changing teacher preparation. In some countries teacher education increasingly comprises a vocational employment-based model of training located primarily in schools. England is a prominent example, with similar models being introduced in New Zealand and the United States. This approach is in sharp contrast to models followed in continental Europe subject to the Bologna Process, where student teachers spend much more time in university (e.g. five years in Finland where a masters' degree is required). These two approaches reveal radically different conceptions of how teacher quality might be improved in the name of international competitiveness. In the first, teacher education has been wrested from its traditional home within the academy where universities play a support role to what has become "school-led" training where government funds for teacher education have been diverted to schools. Teacher professional identity has been referenced to skill development within this frame and the wider assessment culture. The second model, meanwhile, is similarly concerned

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“…Practicum is very important for students in science education [9], especially biology education because practicum process can give students a feeling for the phenomena that can help them to understand the knowledge about the natural world [9,10]. Practicum used in science teaching to support theoretical science instruction [8] and facilitate students to construct their knowledge through laboratory activities [9,11].…”

Section: Introductionmentioning

confidence: 99%

Evaluation of the Effectiveness of Practical Inquiry-based Biology Course

Novallyan¹,

Utami²,

Susanti³

et al. 2019

Proceedings of the 3rd Asian Education Symposium (AES 2018)

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This research aims to assess the implementation of collaborative inquiry-based in practical of General Biology and its impact on students' understanding. The method used in this study is a descriptive method with a quantitative approach. The population of this study was 110 undergraduate students at the first-year of Biology Education of UIN STS Jambi, while the number of samples was 50 students taken by simple random sampling technique. The implementation of the strategy was evaluated using observation and questionnaire. Furthermore, the impact of the collaborative inquiry-based on students' understanding was measured quantitatively using an instrument test. Overall, the implementation of the practical class using collaborative inquiry-based has met a very good category, indicating all the syntax of the inquiry approach has implemented during the teaching process. Unexpectedly, students' understanding test found only a few of students met the satisfactory grade results, suggesting further improvements for the media used in the collaborative inquiry-based approach.

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Developing a science teacher education course that supports student teachers’ thinking and teaching about the nature of science

Cited by 12 publications

References 42 publications

Nature of Science and Models: Comparing Portuguese Prospective Teachers’ Views

Nature of Science and Models: Comparing Portuguese Prospective Teachers’ Views

The Political Shaping of Teacher Education in the STEM Areas

Evaluation of the Effectiveness of Practical Inquiry-based Biology Course

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